Faculty Leadership for Integrative Liberal Learning: Principles and Practices Publications

Faculty Leadership for Integrative Liberal Learning
2015

Faculty Leadership for Integrative Liberal Learning articulates a set of principles and practices to guide integrative liberal learning for today's students. The overlapping principles reflect a more holistic concept of undergraduate education that focuses on student empowerment and self-development; intentionally integrated learning opportunities and experiences; and greater clarity and transparency of learning outcomes for students, faculty, and other stakeholders. The publication aims to elucidate the value and use of integrative liberal learning and the best pedagogical and faculty leadership practices to prepare students for applying their learning to complex challenges in life, career, and citizenship. This publication emerges from the work of the Teagle Foundation-supported Faculty Leadership for Integrative Liberal Learning: Principles and Practices project.

Peer Review, Fall/Winter 2015

This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role of faculty in galvanizing the necessary experiences that cross disciplines, units, and campus boundaries to promote integrative learning.

Read more
Liberal Education, Fall 2010
Liberal Education, Fall 2010

An in-depth look at integrative learning, including its relation to interdisciplinary studies, its implications for faculty development, and its role in the sweeping changes to higher education in Hong Kong. Additional topics include Project Kaleidoscope’s role in fostering innovation in STEM pedagogy and faculty development, often-overlooked classroom variables that affect the quality of teaching and learning, the relationship between computer science and liberal education outcomes, students’ understanding of liberal education, and three-year degree proposals.

Read more
Peer Review, Winter 2010
Peer Review, Winter 2010

This issue explores how departments are developing assessment approaches that deepen student learning. Recognizing that most faculty identify strongly with their discipline and that students are engaged in more complex and sophisticated practice of liberal learning as they complete their majors, the issue presents articles that advance integrative and engaged learning in and across disciplines. The features draw on sessions and presentations from AAC&U’s 2009 Engaging Departments Institute.

The Winter 2010 issue of Peer Review has sold out. Articles are available online and the full issue is available as a PDF.

Read more
Diversity & Democracy, Fall 2009
Diversity & Democracy, Fall 2009

By incorporating diverse content, perspectives, and approaches into the curriculum, faculty of all disciplines have found both pedagogical and curricular routes that strengthen scholarship and prepare students for engagement with today's complex world. This issue of Diversity & Democracy explores the various ways that faculty are engaging with diversity across the disciplines to support student learning and improve achievement of important liberal learning outcomes.

Read more
Peer Review, Fall 2008
Peer Review, Fall 2008

Peer Review, Fall, 2008: Intentionality and integrative learning, captured in the LEAP vision of essential learning outcomes, have been themes in AAC&U work for decades. This issue features articles about institutions that are aligning institutional practices with educational goals, making clear to students what the important outcomes of college are, and developing opportunities for them to integrate and apply what they are learning.

The Fall 2008 issue of Peer Review has sold out. Articles are available online and the full issue is available as a PDF.

Read more
Peer Review, Summer/Fall 2005

The Summer/Fall 2005 issue of Peer Review focuses on integrative learning. Integrative abilities are among the most important goals of a twenty-first-century liberal education. Articles in this issue explore how integrative learning fosters connections among disciplines and cocurricular experiences and transcends academic boundaries.

Read more
Integrative Learning: Mapping the Terrain
2005

Published by AAC&U and the Carnegie Foundation for the Advancement of Teaching, this paper explores the challenges to integrative learning today as well as its longer tradition and rationale within a vision of liberal education. In outlining promising directions for campus work, the authors draw on AAC&U's landmark report, Greater Expectations, as well as the Carnegie Foundation's long-standing initiative on the scholarship of teaching and learning. Readers will find a map of the terrain of integrative learning on which promising new developments in undergraduate education can be cultivated, learned from, and built upon.